Placing joy, surprise and sadness in space: a cross-linguistic study

The neurophysiological mechanism of valence-space congruency effect: evidence from spatial Stroop task and event-related EEG features

Metaphors commonly represent mental representations of abstract concepts. One example is the valence-space metaphor (i.e., positive word-up, negative word-down), which suggests that the vertical position of positive/negative words can modulate the evaluation of word valence. Here, the spatial Stroop task and electroencephalography (EEG) techniques were used to explore the neural mechanism of the valence-space congruency effect in valence-space metaphors. This study showed that the reaction time of the congruent condition (i.e., positive words at the top and negative words at the bottom of the screen) was significantly shorter than that of the incongruent condition (i.e., positive words at the bottom and negative words at the top of the screen), while the accuracy rate of the congruent condition was significantly larger than that of the incongruent condition. The analysis of the amplitudes of event-related potential components revealed that congruency between the vertical position and valence of Chinese words could significantly modulate the amplitude of attention allocation-related P2 component and semantic violations related N400 component. Moreover, statistical tests conducted on the post-stimulus inter-trial phase coherence (ITPC) found that the ITPC value of an alpha band region of interest (8-12 Hz, 100-300 ms post-stimulus) in the time-frequency plane of the congruent condition was significantly larger than that of the incongruent condition. Above all, the current study proved the existence of the space-valence congruency effect in Chinese words and provided some interesting neurophysiological mechanisms regarding the valence-space metaphor.

Can't fight seeing sadness in tears: Measuring the implicit association between tears and sadness

Visible tears have been shown to enhance the perception of sadness. Whether the sadness perception from visible tears can occur automatically, which is essential for the rapid identification of emotional cues in real-life social interactions, is still unclear. We employed the reaction-time-based Implicit Association Test (IAT) to assess the implicit association of tears and sadness in two studies. Study 1 (N = 58) used sadness/non-sadness or negative/positive affect words as attribute pairs and images of tearless or tearful neutral expressions as targeted concepts. In Study 2 (N = 54), the neutral expressions were replaced with anger, disgust, fear, surprise, and happiness expressions with or without tears. Both studies revealed a strong tendency among participants to implicitly associate tears with sadness and negative affect. The results complemented findings from self-report measures by showing that the perception of sadness from visible tears can occur efficiently with little control.

The Joyful Life: An Existential-Humanistic Approach to Positive Psychology in the Time of a Pandemic

In the midst of a global pandemic, psychology has a duty to identify dispositional or character traits that can be cultivated in citizens in order to create resiliency in the face of profound losses, suffering and distress. Dispositional joy holds some promise as such a trait that could be especially important for well-being during the current pandemic and its consequences. The concept of the Joyful Life may operate as bridge between positive psychology and humanistic, existential, and spiritual views of the good life, by integrating hedonic, prudential, eudaimonic and chaironic visions of the good life. Previous phenomenological research on state joy suggests that momentary states of joy may have features that overlap with happiness but go beyond mere hedonic interests, and point to the experience of a life oriented toward virtue and a sense of the transcendent or the sacred. However, qualitative research on the Joyful Life, or dispositional joy, is sorely lacking. This study utilized a dialogical phenomenological analysis to conduct a group-based analysis of 17 volunteer students, who produced 51 autobiographical narrative descriptions of the joyful life. The dialogical analyses were assisted by integration of the Imagery in Movement Method, which incorporated expressive drawing and psychodrama as an aid to explicate implicit themes in the experiences of the participants. The analyses yielded ten invariant themes found across the autobiographical narrative descriptions: Being broken, being grounded, being centered, breaking open, being uplifted, being supertemporal, being open to the mystery, being grateful, opening up and out, and being together. The descriptions of a Joyful Life were consistent with a meaning orientation to happiness, due to their emphasis on the cultivation of virtue in the service of a higher calling, the realization of which was felt to be a gift or blessing. The discussion examines implications for future research, including the current relevance of a joyful disposition during a global pandemic. Due to the joyful disposition's tendency to transform suffering and tragedy into meaning, and its theme of an orientation to prosocial motivations, the Joyful Life may occupy a central place in the study of resiliency and personal growth in response to personal and collective trauma such as COVID-19.

The development of dynamic perceptual simulations during sentence comprehension

Based on an embodied account of language comprehension, this study investigated the dynamic characteristics of children and adults’ perceptual simulations during sentence comprehension, using a novel paradigm to assess the perceptual simulation of objects moving up and down a vertical axis. The participants comprised adults (N = 40) and 6-, 8-, and 10-year-old children (N = 116). After listening in experimental trials to sentences implying that objects moved upward or downward, the participants were shown pictures and had to decide as quickly as possible whether the objects depicted had been mentioned in the sentences. The target pictures moved either up or down and then stopped in the middle of the screen. All age groups’ reaction times were found to be shorter when the objects moved in the directions that the sentences implied. Age exerted no developmental effect on reaction times. The findings suggest that dynamic perceptual simulations are fundamental to language comprehension in text recipients aged 6 and older.

Being surprised and surprising ourselves: A geography of personal and social change

Surprises are refuted expectations and therefore an inevitable concomitant of errors of anticipating the future. This paper argues that the timing is just right for a spatial account of surprise, or rather, for a geography of personal and social change that deploys the trope of surprise to help explain how and why change happens. Whether we are surprised by what transpires in our surroundings or we are surprising ourselves by leaping forward in impetuous deeds of reinventing who we are, the common denominator of these processes of becoming is that they produce geographical space and are produced by it.

Moved by Emotions: Affective Concepts Representing Personal Life Events Induce Freely Performed Steps in Line With Combined Sagittal and Lateral Space-Valence Associations

Embodiment approaches to cognition and emotion have put forth the idea that the way we think and talk about affective events often recruits spatial information that stems, to some extent, from our bodily experiences. For example, metaphorical expressions such as "being someone's right hand" or "leaving something bad behind" convey affectivity associated with the lateral and sagittal dimensions of space. Action tendencies associated with affect such as the directional fluency of hand movements (dominant right hand-side - positive; non-dominant left hand-side - negative) and approach-avoidance behaviors (forward - positive; backwards - negative) might be mechanisms supporting such associations. Against this background, experimental research has investigated whether positive and negative words are freely allocated into space (e.g., close or far from one's body) or resonate with congruent (vs. incongruent) predefined manual actions usually performed by joysticks or button presses (e.g., positive - right; negative - left, or vice versa). However, to date, it is unclear how the processing of affective concepts resonate with directional actions of the whole body, the more if such actions are performed freely within a context enabling both, lateral and sagittal movements. Accordingly, 67 right-handed participants were to freely step on an 8-response pad (front, back, right, left, front-right, front-left, back-right, or back-left) after being presented in front of them valence-laden personal life-events submitted before the task (e.g., words or sentences such as "graduation" or "birth of a child"). The most revealing finding of this study indicates that approach-avoidance behaviors and space-valence associations across laterality are interwoven during whole body step actions: Positive events induced steps highly biased to front-right whereas negative events induced steps highly biased to back-left.

The Influence of Event Valence and Emotional States on the Metaphorical Comprehension of Time

Time is generally conceptualized in terms of space as reflected in temporal-spatial metaphors. Two observation perspectives have been proposed in the front-back axis of the temporal-spatial metaphor. One is called "ego-moving perspective" and the other "time-moving perspective." They are used to represent different relative motion between time and the observer. Previous studies have demonstrated the psychological reality of both perspectives. They also provided evidence that emotion can influence a perspective choice. In general, a positive emotion tends to facilitate the adoption of ego-moving perspective, whereas, a negative emotion tends to promote the adoption of time-moving perspective. However, it is unclear how the motivational dimension of emotion might influence the preference. The current study aimed to address the question by identifying conditions in which emotional valence or motivational attribute affects the choice of time movement perspective. An ambiguous temporal question and a visualized time motion schema were adopted to probe participants' metaphorical representation of time when they were affected by emotion. Study 1 investigated how a future emotional event would affect participants' choice of the time movement perspective. The results showed that positive future events led to a higher propensity to adopt an ego-moving perspective compared with negative future events. Study 2 explored participants' tendency to choose time movement perspective for a vague or neutral future event, after they were induced into a particular emotional state. The results showed that when being in an emotional state of approach-motivation individuals were more likely to adopt an ego-moving perspective. In contrast, being in an emotional state of avoidance-motivation, individuals were more likely to take a time-moving perspective. Taken together, these results suggest that the emotional valence of future events can influence the choice of time movement perspectives; and the motivational dimension of present emotional states plays an important role when contemplating a neutral future event.

The Allocation of Valenced Percepts Onto 3D Space

Research on the metaphorical mapping of valenced concepts onto space indicates that positive, neutral, and negative concepts are mapped onto upward, midward, and downward locations, respectively. More recently, this type of research has been tested for the very first time in 3D physical space. The findings corroborate the mapping of valenced concepts onto the vertical space as described above but further show that positive and negative concepts are placed close to and away from the body; neutral concepts are placed midway. The current study aimed at investigating whether valenced perceptual stimuli are positioned onto 3D space akin to the way valenced concepts are positioned. By using a unique device known as the cognition cube, participants placed visual, auditory, tactile and olfactory stimuli on 3D space. The results mimicked the placing of valenced concepts onto 3D space; i.e., positive percepts were placed in upward and close-to-the-body locations and negative percepts were placed in downward and away-from-the-body locations; neutral percepts were placed midway. These pattern of results was more pronounced in the case of visual stimuli, followed by auditory, tactile, and olfactory stimuli. Significance Statement Just recently, a unique device called "the cognition cube" (CC) enabled to find that positive words are mapped onto upward and close-to-the-body locations and negative words are mapped onto downward and away-from-the-body locations; neutral words are placed midway. This way of placing words in relation to the body is consistent with an approach-avoidance effect such that "good" and "bad" things are kept close to and away from one's body. We demonstrate for the very first time that this same pattern emerges when visual, auditory, tactile, and olfactory perceptual stimuli are placed on 3D physical space. We believe these results are significant in that the CC can be used as a new tool to diagnose emotion-related disorders.

Valence-space associations in touchscreen interactions: Valence match between emotional pictures and their vertical touch location leads to pictures' positive evaluation

Embodied cognition research suggests that bodily experiences might ground mental representations of emotional valence in the vertical dimension of space (i.e., positive is up and negative is down). Accordingly, recent studies show that upward and downward arm movements may also influence the evaluation of valence-laden stimuli, suggesting that upward (downwards) movements lead to more positive (negative) evaluations. Interestingly, these studies typically did not investigate paradigms that require a direct hand interaction with the stimuli. With the advent of touchscreen devices and their use for experimental environments, however, a direct and more natural hand interaction with the stimuli has come to the fore. In this regard, the goal of the present study is to examine how direct hand interaction with valence-laden stimuli on a touchscreen monitor affects their perceived valence. To do so, participants evaluated emotional pictures after touching and moving them either upwards or downwards across a vertically mounted touchscreen. In contrast to previous findings, the results suggest that positive pictures were evaluated as more positive after downward movements while negative pictures were evaluated as less negative following upward movements. This finding may indicate that a matching between the pictures’ valence and the valence associated with their vertical touch location leads to more positive evaluations. Thus, the present study extends earlier results by an important point: Touching the emotional pictures during movement may influence their valence processing.

The allocation of valenced concepts onto 3D space

The valence-space metaphor research area investigates the metaphorical mapping of valenced concepts onto space. Research findings from this area indicate that positive, neutral, and negative concepts are associated with upward, midward, and downward locations, respectively, in the vertical plane. The same research area has also indicated that such concepts seem to have no preferential location on the horizontal plane. The approach-avoidance effect consists in decreasing the distance between positive stimuli and the body (i.e. approach) and increasing the distance between negative stimuli and the body (i.e. avoid). Thus, the valence-space metaphor accounts for the mapping of valenced concepts onto the vertical and horizontal planes, and the approach-avoidance effect accounts for the mapping of valenced concepts onto the "depth" plane. By using a cube conceived for the study of allocation of valenced concepts onto 3D space, we show in three studies that positive concepts are placed in upward locations and near the participants' body, negative concepts are placed in downward locations and far from the participants' body, and neutral concepts are placed in between these concepts in both planes.